Course Handbook



Course Handbook

MPH-501: Introduction to Public Health

[pic]

COURSE NAME:

MPH-501: Introduction to Public Health

Course Leader:

Dr. A B M Alauddin Chowdhury;

BSS (Honours), MSS, PhD (Japan)

Associate Professor

Table of contents:

| |Page |

|Introduction ----------------------------------------------------------------------- |3 |

|Contact Information ------------------------------------------------------------ |3 |

|Course Description------------------------------------------------------------- |4 |

|Course Assessment Structure --------------------------------------------- |7 |

|Teaching and learning -------------------------------------------------------- |7 |

|Lecture Contents --------------------------------------------------------------- |8 |

|University Grading System ------------------------------------------------- |10 |

Introduction:

Welcome to the MPH-501: Introduction to Public Health!!

This handbook covers the description of topics, contents and assessments of the abovementioned course. The topics and contents have been derived from the MPH program syllabus. This course will help you to learn the basic concepts of its diverse disciplines and integrate the core elements of public health with a selected area of specialization to recognize how the field of public health applies to individuals, communities, and society overall.

This handbook is designed to assist you in your studies and will provide the core information relating to the course, including assessment and teaching process. You should also refer to the University Catalogue and to the University Regulations on the Daffodil International University website and student portal.

This handbook is available on Blended Learning Centre (BLC) platform.

If you have any queries about this course, please do not hesitate to contact me.

Thank you. Looking forward to exciting days ahead!!

Dr. A B M Alauddin Chowdhury

Contact Information:

Course Leader: Dr. A B M Alauddin Chowdhury

Tel: +8801921200890

Email: dralauddin@daffodilvarsity.edu.bd

Course Description:

Owning Subject: MPH

Course Code: MPH 504

Course Title: MPH-504: Public Health Information Education and Communication (PHIEC)

Credit Points: 3

Total Marks 100

Course Leader: Dr. ABM Alauddin Chowdhury

BSS (Honours), MSS, PhD (Japan)

Overview/Rationale

Introduction to Public Health is a 3-credit course designed for public health care professionals. ‘Introduction to Public Health’ course provides an overview of public health core functions and essential services: like key public health terms, determinants of health and their effects on population health. It includes fundamental concepts of public health such as the historical context of old versus new public health, healthy public policy, health protection, surveillance and monitoring of communicable and non-communicable diseases, managing domains for public health action, etc.

Aims

To give students a good understanding about the basic concepts and real important terms and area of public health, what determines health, and how society influences health..

Learning Outcomes

On completion of this Course, the successful student will be able to:

1. Define and describe the history, role, concept of public health and its relationship with disease, its actions, settings and intervention types at a local and global level.

2. Develop basic knowledge on the New Public Health and Healthy Public Policy and how it works in policy making as an ecological framework.

3. Develop and manage action plans to determine solutions to reduce the incidence of communicable and non-communicable disease, and its social and economic impacts on a population

Syllabus

The course syllabus will cover the following contents/topics:

1. Introduction to Health & Public Health, History of Public Health

2. Determinants of Health

3. Culture, Cultural competency & Quality Health

4. Major Disciplines in Public Health.

5. Public Health Key Terms,

6. Public Health Policy

7. Global Health, Globalization and Health, threats and challenges

8. Family Health

9. Ageing & Public Health

10. Diet, nutrition, physical inactivity, and Obesity

11. Mental Health

Learning and Teaching Strategy

1. For Face-to-Face Scenario:

1. Lectures: Lectures will set out the main principles of each subject, putting particular topics into context and identifying links with professional practice, as appropriate. You will be given tasks both individually and in groups to complete within class. The tasks will be in a variety of settings including simulated learning activities, case studies, and use of second life where appropriate.

2. Seminars and Discussion: Seminars will provide an opportunity to undertake research, and promote student debate/discussion (including group discussion). Seminars should aid students in the assessment process and active participation on an individual basis both in terms of preparation and involvement in class will assist in enhancing their knowledge base and ability to integrate the learning within the Course

3. Directed or Self Study: Directed study helps fostering autonomy in planning and implementation of own learning and development of research skills. Much of the assessment is based around problem solving scenarios where individual and group appraisal is required.

2. Online Scenario:

There are variety of teaching methods can be adopted for online teaching. But some suggested methods are below:

1. Blended Teaching: Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning. It can also be blended between synchronised and non-synchronised teaching. Blended courses can be a method to infuse new engagement opportunities into established courses or, for some, provide a transitional opportunity between fully face-to-face and fully online instruction. Blended courses offer students the conveniences of learning.

2. Flipped Classroom: It is a pedagogical approach that inverts the traditional learning model – the classwork is done at home and the homework is done in the class. The instructions will be given to explore topics in-depth and gain functional understanding of the concept, while introductory materials can be consumed by the learners before attending the class. Students are actually encouraged to prepare for lessons prior to class. This may involve taking the time to read course material or even complete relevant assignments. After that, teachers will organize classes (including online session) to further discuss the lesson, share ideas and allow students to interact in a dynamic learning environment.

3. Mind mapping: It is one of the online teaching techniques to implement for the visual learners within your group. A mind map is a diagram of related ideas and concepts that can be used as an aid for studying, a way of organizing information or even a springboard for a writing assignment. This helps teachers in structuring classroom discussions, classifying ideas and gradually bringing learners to the central idea.

4. Adaptive Learning: Students learn differently. This method involves mixing different methods of online techniques (videos, discussion forum, journal clubs etc.) as viable teaching option. For example, some students will learn a particular topic by watching a video; but others may learn better through participating in online discussion forums.

5. Self-learning or Reflective Learning: It is a great way to get students invest time to explore a subject matter in ways that apply to real-life situations. In an online setting, consider having students explore different facets of one centralized concept. From there, ask students to report back to the class on their own findings, thus helping them achieve a more well-rounded understanding of the concept as a whole. In this way, each student will be able to study the subject in a way that genuinely interests them and then reflect what they have learned.

Assessment Scheme

Total Course Marks: 100

Formative:

1. Attendance (10% Marks)

2. Assignment or Problem Solving Course Works (10 Marks)

3. Quizzes (10% Marks)

4. Presentation (5% Marks)

5. Mid-Term Written Exam (25% Marks)

Summative

1. Final Written Exam (40% Marks)

Learning Materials

Recommended Readings:

1. Introduction to Public Health by Elizabeth Parker and Mary Louise Fleming, 2015

2. Introduction to Public Health by Karl Schneider, 1999

3. Foundations of Public Health - open for public access, available at

Lecture Contents and Schedule:

|Weeks |Lecture Topics |Class/Session Methods/ Instructions |Reading or Resource Materials |

|1 |Introduction to Health & Public Health, |Welcome video |Course materials |

| |History of Public Health |Powerpoint Presentation + direct online session |Study materials |

| | |End of session test quiz (ungraded) |PPT |

|2 |Determinants of Health |Powerpoint Presentation + direct online session |Study materials given well |

| | |Discussion. |early |

| | |Course work given |Video and case studies |

| | |Assignment given | |

|3 |Culture, Cultural competency & Quality |PPT presentation – shared earlier |Course materials |

| |Health |Discussion |Study materials |

| | |Q&A (Interactive) |PPT |

|4 |Major Disciplines in Public Health. |Video and PPT |Study materials given well |

| | |Online discussion to clarify the concepts |early |

| | |Case study |Video and PPT |

| | |Discussion | |

|5 |Public Health Key Terms, |Video and PPT |Study materials given well |

| | |Journal |early |

| | |Assignment given with instructions (graded) |Video and case study materials|

| | | | |

|6 |Public Health Policy |PPT and Videos |Study materials given well |

| | |Online discussion forum |early |

| | |Case study of Bangladesh |Video |

| | |Adaptive learning (native vs international students) | |

|7 |Global Health, Globalization and Health, |PPT |Study materials given well |

| |threats and challenges |Online teaching as flipped classroom |early |

| | | |Video and PPT |

|8 |Family Health |Online discussion forum – students will bring their |Study materials given well |

| | |own experiences and examples. |early |

| | |Identify best practices |Video |

| | |Prepare a presentation (graded) |Presentation techniques |

|9 |Ageing & Public Health |PPT – concepts of market and insurance |Study materials given well |

| | |Online explanations from the tutor |early |

| | |Online quizzes (graded) |Video |

|10 |Diet, nutrition, physical inactivity, and |Examples of determinants given to students |Study materials given well |

| |Obesity |Students prepare a short paragraph on a disease and |early |

| | |its association with socia factors; submit online |Video and PPT |

| | |Then, discuss the pros and cons – tutor will moderate | |

| | |Adaptive teaching | |

|11 |Mental Health |Discussion and Online class – all students attend |PPT |

| | |Recorded session available |Final message |

University Grading System:

|Marks |Grade |Grade Point |Remarks |

|80-100% |A + |4.00 |Outstanding |

|75-79% |A |3.75 |Excellent |

|70-74% |A- |3.50 |Very Good |

|65-69% |B+ |3.25 |Good |

|60-64% |B |3.00 |Satisfactory |

|55-59% |B- |2.75 |Above Average |

|50-54% |C+ |2.50 |Average |

|45-49% |C |2.25 |Below Average |

|40-44% |D |2.00 |Pass |

|00-39% |F |0.00 |Fail |

Formative Assessment

Students will work individually to deliver quizzes or course works on health economics. The analytical summary of the paper should be provided. A number of the papers will be used in the seminar series and the problem or topic will be allocated to students. Students can ask questions or initiate debate to elicit a critical appraisal of the themes.

This can be submitted electronically via BLC. This is a compulsory assessment and must be completed.

| |Criteria |Achieved |Partially |Not |Feedback |

| | | |Achieved |Achieved | |

|1 | | | | | |

|2 | | | | | |

|3 | | | | | |

|4 | | | | | |

|5 | | | | | |

|6 | | | | | |

Comments/feedback and feed forward:

Reflective learning:

Summative Assessment (Assignment)

One written essay to enable students to show application of economic concepts and critically appraise issues that arise from their application to assess one or multiple learning outcomes.

Word limit: 2000 words plus appendices. .

|Marking Criteria |Indicative marking % |Feedback |

| |70 + |55-69 |45-54 |40-44 | ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download